Development of the subject position of the personality in the system of educational activity

Abstract

The article is devoted to the development of the subject position of the personality within the system of educational activity amid the transformation of modern pedagogy oriented towards forming the autonomy, initiative, and responsibility of learners. The subject position is interpreted as an integrative quality including motivational-value, cognitive, and activity components that emerges as a result of the interiorization of educational influences and their subsequent exteriorization in active behavior; the irreducibility of this phenomenon to intrapersonal processes or a set of social roles is emphasized. The necessity of transitioning from authoritarian practices to organizing educational spaces saturated with situations of choice, uncertainty, and responsibility is substantiated, where the teacher acts as a facilitator and participant in co-management. A comprehensive analytical-diagnostic scheme is presented, relying on systemic and activity approaches, using standardized questionnaires, expert assessments, participant observation, and analysis of activity products, as well as statistical processing (descriptive indicators, correlation and factor analysis). A pronounced divergence in the dynamics of indicators between groups is shown upon the implementation of a model based on partnership interaction: cognitive characteristics (awareness of motives, goal-setting, reflexivity) in the experimental group reach high values on a 10-point scale with statistically significant differences, while in the control group primarily age-related growth is recorded. An inversion in the distribution of levels of volitional self-regulation is revealed with the dominance of the stable level in the experimental group. Correlation analysis demonstrates a strong positive association of the facilitating style with the index of social activity, a negative one for the authoritarian style, and a statistically insignificant one for the permissive style. Delayed control confirms the stability of the integral index of subjectivity and the self-growth effect among the most active participants, which actualizes the requirements for the teacher's professional readiness to work in the subject-subject paradigm and to design an environment supporting self-development.